Shairy BerdejaThanks GraciasBy: Pat MoraLesson Plan for 2nd Grade English 4354

2010 ALA Notable Children's Book

2010 Bank Street Best Children's Books of the Year

2010 Texas Library Association 2X2 Reading List

2010 CCBC Choices (Cooperative Children's Book Center)

2009 Golden Kite Award for Picture Book Illustration

2010 Belpré Illustrator Honor Book

2010/2011 Gelett Burgess Award - Children's Book of the Year

AUTHOR Pat Mora (born January 19, 1942) is an award-winning Latina

author of poetry, nonfiction and children's books. A popular presenter, she received Honorary Doctorates from North Carolina State University and SUNY Buffalo, and is an Honorary Member of ALA.

Pat founded the community-based, family literacy initiative, El día de los niños, El día de los libros/Children’s Day, Book Day (often known as Día) with the assistance of REFORMA, The National Association to Promote Library and Information Services to Latinos and the Spanish-Speaking. Pat was inspired by the Mexican tradition of nationally celebrating El día niño on April 30.

Children's Day, Book Day, has grown in the U.S. to include all children, languages and cultures. The two part goal includes a daily commitment to promote literacy

TEKS (A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read

simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies.

(17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas); (B) develop drafts by sequencing ideas through writing sentences; (C) revise drafts by adding or deleting words, phrases, or sentences; (D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and (E) publish and share writing with others. (22) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use

appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) write legibly leaving appropriate margins for readability; (B) use capitalization for: (i) proper nouns; (ii) months and days of the week; and (iii) the salutation and closing of a letter; and (C) recognize and use punctuation marks, including: (i) ending punctuation in sentences;

TEKS §117.8. Art, Grade 2. (a) Introduction. (1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--

provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.

(2) By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.

(b) Knowledge and skills. (1) Perception. The student develops and organizes ideas from the environment. The student is expected to: revised August 2013 (A) identify variations in objects and subjects from the environment, using the senses; and (B) identify art elements such as color, texture, form, line, and space and art principles such as emphasis, pattern, and rhythm. (2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with

appropriate skill. The student is expected to: (A) express ideas and feelings in artworks, using a variety of colors, forms, and lines; (B) create effective compositions, using design elements and principles; and (C) identify and practice skills necessary for producing drawings, paintings, prints, constructions, and modeled forms, using a

variety of art materials

SUMMARY "A boy recounts the many things he is thankful

for, like his time at the beach and the bees that don't sting him when he is outside playing. The poetic writing flows in both Spanish and English and carries a sense of happiness brought by the simple things in life. … his delightful bilingual book has universal appeal and would be a wonderful choice for library storytimes or classroom read-alouds as the "giving thanks" School Library Journal

Content Area: Language Arts Subject: Write a letter and Writing

Process Grade level: Second Grade

OBJECTIVES:

After reading a book students will be able to connect it with their own experiences .

Students will be able to create a rough draft after the teacher lead lesson.

students will be able to identify the parts of the letter. Students will recognize the benefits of the mail and

letters as a form of communication. Students will be able to edit their drafts after revision. Students will be able to share their letters after

completing the writing process.

GOALS:

Students will learn the importance of giving thanks.

Students will have the experience of writing an actual thank you letter and send it trough the mail.

Students will express their feeling on a drawing.

Students will share a precious moment with their families during thanksgiving dinner

MATERIALS:

Thanks Gracias by Pat Mora Crayons Glue Paper Construction paper Pencils Envelope Finger paint Scissors Eraser Envelope Stamps

ACTIVITY 1:

Read the story Thanks Gracias By: Pat Mora Explain the story to students and ask questions. Example: what do you think of this boy giving thanks to his family? Do you thank you mother for simple things like giving you

breakfast? Do you thank your pets for playing with you? How many of you say thanks more than three times a day? Tell children a personal story related to own experience. Address the vocabulary and its meaning English/Spanish Work on sentences making the vocabulary part of flash

cards with a drawing to memorize and recognize its meaning.

ACTIVITY 2

Have students in groups of three Make students seat in a circle with their

classmates. Students are going to pick up a scene from the

book and describe in three sentences telling: why they like that picture? who was their favorite character?   Grade this activity in grammar and punctuation.

ACTIVITY 3

I give thanks for - Hand out the turkey ditto to students. Make the students show their creativity giving it color

and personality. They are going to write what are they thankful for on

each of the feathers on the turkey. They are going to share their turkey ditto to class and

explaining it. As a whole class we are going to talk about thanksgiving,

and how each one celebrate it with their family. Grade based on creativity and participation

ACTIVITY 4

Thank you letter After a reflection make students think about something or someone to

give thanks to. Introduce format of a letter and envelope. Discuss why letters are important as a form of non-verbal

communication. Have them write a rough draft. Share thoughts and ideas on why the mail is important and who does

the work- mailman and what he does to make it possible. Complete their final draft, finish editing, place it inside the envelope (Next day) Field trip to post office. Meet mailman, explore the office, and explain some of the work they

perform. Place all the thank you letters on the drop box. Come back to school and share the experience. Quiz: parts of the letter, grammar, spelling, punctuation, and

assistance.

LETTER FORMAT

RUBRICS

ANY QUESTIONS???

Thank You!